- •Contents
- •Identifying what you are talking about: determiners 50
- •3 Making a message 111
- •Indicating possibility 168
- •8 Combining messages 245
- •9 Making texts 272
- •Introduction
- •Note on Examples
- •Guide to the Use of the Grammar
- •Introduction
- •Glossary of grammatical terms
- •Cobuild Grammar Chart
- •Contents of Chapter 1
- •Identifying what you are talking about: determiners 54
- •3 Making a message 115
- •Indicating possibility 172
- •8 Combining messages 250
- •9 Making texts 276
- •Identifying people and things: nouns
- •Things which can be counted: count nouns
- •Things not usually counted: uncount nouns
- •When there is only one of something: singular nouns
- •Referring to more than one thing: plural nouns
- •Referring to groups: collective nouns
- •Referring to people and things by name: proper nouns
- •Nouns which are rarely used alone
- •Sharing the same quality: adjectives as headwords
- •Nouns referring to males or females
- •Referring to activities and processes: '-ing' nouns
- •Specifying more exactly: compound nouns
- •Referring to people and things without naming them: pronouns
- •Referring to people and things: personal pronouns
- •Mentioning possession: possessive pronouns
- •Referring back to the subject: reflexive pronouns
- •Referring to a particular person or thing: demonstrative pronouns
- •Referring to people and things in a general way: indefinite pronouns
- •Showing that two people do the same thing: reciprocal pronouns
- •Joining clauses together: relative pronouns
- •Asking questions: interrogative pronouns
- •Other pronouns
- •Identifying what you are talking about: determiners
- •The specific way: using 'the'
- •The specific way: using 'this', 'that', 'these', and 'those'
- •The specific way: using possessive determiners
- •The general way
- •The general way: using 'a' and 'an'
- •The general way: other determiners
- •Contents of Chapter 2
- •Identifying what you are talking about: determiners 54
- •3 Making a message 120
- •Indicating possibility 176
- •8 Combining messages 254
- •9 Making texts 280
- •Describing things: adjectives
- •Information focusing: adjective structures
- •Identifying qualities: qualitative adjectives
- •Identifying the class that something belongs to: classifying adjectives
- •Identifying colours: colour adjectives
- •Showing strong feelings: emphasizing adjectives
- •Making the reference more precise: postdeterminers
- •Special classes of adjectives
- •Position of adjectives in noun groups
- •Special forms: '-ing' adjectives
- •Special forms: '-ed' adjectives
- •Compound adjectives
- •Comparing things: comparatives
- •Comparing things: superlatives
- •Other ways of comparing things: saying that things are similar
- •Indicating different amounts of a quality: submodifiers
- •Indicating the degree of difference: submodifiers in comparison
- •Modifying using nouns: noun modifiers
- •Indicating possession or association: possessive structures
- •Indicating close connection: apostrophe s ('s)
- •Other structures with apostrophe s ('s)
- •Talking about quantities and amounts
- •Talking about amounts of things: quantifiers
- •Talking about amounts of things: partitives
- •Referring to an exact number of things: numbers
- •Referring to the number of things: cardinal numbers
- •Referring to things in a sequence: ordinal numbers
- •Referring to an exact part of something: fractions
- •Talking about measurements
- •Talking about age
- •Approximate amounts and measurements
- •Expanding the noun group: qualifiers
- •Nouns with prepositional phrases
- •Nouns with adjectives
- •Nouns with non-finite clauses
- •Contents of Chapter 3
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 181
- •8 Combining messages 258
- •9 Making texts 284
- •Indicating how many participants are involved: transitivity
- •Talking about events which involve only the subject: intransitive verbs
- •Involving someone or something other than the subject: transitive verbs
- •Verbs where the object refers back to the subject: reflexive verbs
- •Verbs with little meaning: delexical verbs
- •Verbs which can be used in both intransitive and transitive clauses
- •Verbs which can take an object or a prepositional phrase
- •Changing your focus by changing the subject: ergative verbs
- •Verbs which involve people doing the same thing to each other: reciprocal verbs
- •Verbs which can have two objects: ditransitive verbs
- •Extending or changing the meaning of a verb: phrasal verbs
- •Verbs which consist of two words: compound verbs
- •Describing and identifying things: complementation
- •Describing things: adjectives as complements of link verbs
- •Saying that one thing is another thing: noun groups as complements of link verbs
- •Commenting: 'to'-infinitive clauses after complements
- •Describing as well as talking about an action: other verbs with complements
- •Describing the object of a verb: object complements
- •Describing something in other ways: adjuncts instead of complements
- •Indicating what role something has or how it is perceived: the preposition 'as'
- •Talking about closely linked actions: using two verbs together in phase
- •Talking about two actions done by the same person: phase verbs together
- •Talking about two actions done by different people: phase verbs separated by an object
- •Contents of Chapter 4
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 185
- •8 Combining messages 262
- •9 Making texts 289
- •Statements, questions, orders, and suggestions
- •Making statements: the declarative mood
- •Asking questions: the interrogative mood
- •'Yes/no'-questions
- •'Wh'-questions
- •Telling someone to do something: the imperative mood
- •Other uses of moods
- •Negation Forming negative statements
- •Forming negative statements: negative affixes
- •Forming negative statements: broad negatives
- •Emphasizing the negative aspect of a statement
- •Using modals
- •The main uses of modals
- •Special features of modals
- •Referring to time
- •Indicating possibility
- •Indicating ability
- •Indicating likelihood
- •Indicating permission
- •Indicating unacceptability
- •Interacting with other people
- •Giving instructions and making requests
- •Making an offer or an invitation
- •Making suggestions
- •Stating an intention
- •Indicating unwillingness or refusal
- •Expressing a wish
- •Indicating importance
- •Introducing what you are going to say
- •Expressions used instead of modals
- •Semi-modals
- •Contents of Chapter 5
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 185
- •8 Combining messages 266
- •9 Making texts 293
- •The present
- •The present in general: the simple present
- •Accent on the present: the present continuous
- •Emphasizing time in the present: using adjuncts
- •The past
- •Stating a definite time in the past: the simple past
- •Accent on the past: the past continuous
- •The past in relation to the present: the present perfect
- •Events before a particular time in the past: the past perfect
- •Emphasizing time in the past: using adjuncts
- •The future
- •Indicating the future using 'will'
- •Other ways of indicating the future
- •Adjuncts with future tenses
- •Other uses of tenses
- •Vivid narrative
- •Firm plans for the future
- •Forward planning from a time in the past
- •Timing by adjuncts
- •Emphasizing the unexpected: continuing, stopping, or not happening
- •Time expressions and prepositional phrases Specific times
- •Non-specific times
- •Subordinate time clauses
- •Extended uses of time expressions
- •Frequency and duration
- •Adjuncts of frequency
- •Adjuncts of duration
- •Indicating the whole of a period
- •Indicating the start or end of a period
- •Duration expressions as modifiers
- •Contents of Chapter 6
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 185
- •8 Combining messages 271
- •9 Making texts 297
- •Position of adjuncts
- •Giving information about manner: adverbs
- •Adverb forms and meanings related to adjectives
- •Comparative and superlative adverbs
- •Adverbs of manner
- •Adverbs of degree
- •Giving information about place: prepositions
- •Position of prepositional phrases
- •Indicating position
- •Indicating direction
- •Prepositional phrases as qualifiers
- •Other ways of giving information about place
- •Destinations and directions
- •Noun groups referring to place: place names
- •Other uses of prepositional phrases
- •Prepositions used with verbs
- •Prepositional phrases after nouns and adjectives
- •Extended meanings of prepositions
- •Contents of Chapter 7
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 185
- •8 Combining messages 275
- •9 Making texts 302
- •Indicating that you are reporting: reporting verbs
- •Reporting someone's actual words: quote structures
- •Reporting in your own words: report structures
- •Reporting statements and thoughts
- •Reporting questions
- •Reporting orders, requests, advice, and intentions
- •Time reference in report structures
- •Making your reference appropriate
- •Using reporting verbs for politeness
- •Avoiding mention of the person speaking or thinking
- •Referring to the speaker and hearer
- •Other ways of indicating what is said
- •Other ways of using reported clauses
- •Contents of Chapter 8
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 185
- •8 Combining messages 279
- •9 Making texts 306
- •Adverbial clauses
- •Time clauses
- •Conditional clauses
- •Purpose clauses
- •Reason clauses
- •Result clauses
- •Concessive clauses
- •Place clauses
- •Clauses of manner
- •Relative clauses
- •Using relative pronouns in defining clauses
- •Using relative pronouns in non-defining clauses
- •Using relative pronouns with prepositions
- •Using 'whose'
- •Using other relative pronouns
- •Additional points about non-defining relative clauses
- •Nominal relative clauses
- •Non-finite clauses
- •Using non-defining clauses
- •Using defining clauses
- •Other structures used like non-finite clauses
- •Coordination
- •Linking clauses
- •Linking verbs
- •Linking noun groups
- •Linking adjectives and adverbs
- •Linking other word groups
- •Emphasizing coordinating conjunctions
- •Linking more than two clauses or word groups
- •Contents of Chapter 9
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 185
- •8 Combining messages 279
- •9 Making texts 310
- •Referring back
- •Referring back in a specific way
- •Referring back in a general way
- •Substituting for something already mentioned: using 'so' and 'not'
- •Comparing with something already mentioned
- •Referring forward
- •Leaving out words: ellipsis
- •Ellipsis in conversation
- •Contents of Chapter 10
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 185
- •8 Combining messages 279
- •9 Making texts 310
- •Focusing on the thing affected: the passive voice
- •Selecting focus: cleft sentences
- •Taking the focus off the subject: using impersonal 'it'
- •Describing a place or situation
- •Talking about the weather and the time
- •Commenting on an action, activity, or experience
- •Commenting on a fact that you are about to mention
- •Introducing something new: 'there' as subject
- •Focusing on clauses or clause elements using adjuncts Commenting on your statement: sentence adjuncts
- •Indicating your attitude to what you are saying
- •Stating your field of reference
- •Showing connections: linking adjuncts
- •Indicating a change in a conversation
- •Emphasizing
- •Indicating the most relevant thing: focusing adverbs
- •Other information structures Putting something first: fronting
- •Introducing your statement: prefacing structures
- •Doing by saying: performative verbs
- •Exclamations
- •Making a statement into a question: question tags
- •Addressing people: vocatives
- •Contents of the Reference Section
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 185
- •8 Combining messages 279
- •9 Making texts 310
- •Forming plurals of count nouns
- •Forming comparative and superlative adjectives
- •The spelling and pronunciation of possessives
- •Numbers
- •Cardinal numbers
- •Ordinal numbers
- •Fractions and percentages
- •Verb forms and the formation of verb groups
- •Finite verb groups and the formation of tenses
- •Non-finite verb groups: infinitives and participles
- •Forming adverbs
- •Forming comparative and superlative adverbs
- •Indirect object
- •Inversion
- •Verbal nouns
Emphasizing
10.85 You may want to emphasize the truth of your statement or to stress the seriousness of the situation you are describing. You can do this using the following sentence adjuncts:
above all actually at all believe me by all means |
even for heaven's sake indeed positively really |
simply so surely to put it mildly to say the least |
truly without exception |
Sometimes we actually dared to penetrate their territory.
Above all, do not be too proud to ask for advice.
Eight years was indeed a sport span of time.
I really am sorry.
Believe me, if you get robbed, the best thing to do is forget about it.
Note that 'indeed' is often used after complements containing 'very'.
I think she is a very stupid person indeed.
'At all' is used for emphasis in negative clauses, usually at the end.
I didn't like it at all.
I would not be at all surprised if they turned out to be the same person.
'Surely' is used when you are appealing for agreement.
Surely it is better to know the truth than to be deluded.
Here, surely, is a case for treating people as individuals.
'Even' is placed in front of a word or group to draw attention to a surprising part of what you are saying.
Even at mid-day the air was sharp and chilly.
Some men were even singing.
There was no one in the cafe, not even a waiter.
'So' is used as an emphatic introduction when agreeing or commenting.
'Derek! It's raining!'—'So it is.'
'He's very grateful!'—'So he ought to be.'
'By all means' is used for emphasis when giving permission.
If your baby likes water, by all means give it to him
'For heaven's sake' is used when making a request or asking a question.
For heaven's sake, don't pull, Chris.
What are you staring at, for heaven's sake?
emphasizing exactness 10.86 You may want to emphasize that your statement is not only generally true, but that it is true in all its details. The adverbs 'exactly', 'just', and 'precisely' are used for this.
They'd always treated her exactly as if she were their own daughter.
Their decor was exactly right.
I know just how you feel.
The peasants are weak precisely because they are poor.
Indicating the most relevant thing: focusing adverbs
10.87 If you want to indicate the most relevant thing involved in what you are saying for example the main reason for something or the main quality of something, you can use a focusing adverb.
I'm particularly interested in classical music.
They have been used in certain countries, notably in South America.
We want especially to thank the numerous friends who encouraged us.
The following adverbs can be used like this:
chiefly especially mainly |
mostly notably particularly |
predominantly primarily principally |
specially specifically |
restricting 10.88 Some focusing adverbs can be used to emphasize that only one particular thing is involved in what you are saying.
The existence of that balcony was a secret shared only by Kairi.
This is solely a matter of money.
It's a large canvas covered with just one colour.
The following adverbs can be used like this:
alone exclusively |
just only |
purely simply |
solely |
selecting 10.89 Focusing adverbs can be used to add a further piece of information with selects a particular group of people or things from a larger set. They can be used in this way with noun groups, prepositional phases, adjectives, and subordinate clauses.
I enjoy the company of young people, especially my grandchildren.
But many employers, notably in the engineering industry, are more than happy with the new system.
They were mostly professional people.
You'll enjoy it down in London, especially if you get a job.
position of focusing adverbs 10.90 In careful writing, focusing adverbs are usually put immediately in front of the word or clause element they apply to, in order to avoid ambiguity. In speech, it is usually clear from the intonation of the speaker what they apply to.
However, in many cases the focusing adverb does not necessarily focus on the word or element immediately after it. For example, in the sentence 'He mainly reads articles about mechanical things' the word 'mainly' almost certainly applies to 'about mechanical things', not to 'reads'.
Focusing adverbs are not normally used at the beginning of a sentence. However, you can use 'only' to begin a sentence when it focuses on the thing that follows it.
Only thirty-five per cent of four-year-olds get nursery education.
Only in science fiction is the topic touched on.
You can use 'just' and 'simply' at the beginning of sentences giving instructions.
Just add boiling water.
Simply remove one cube at a time.
'Alone' is always used after the element that it focuses on. 'Only' is sometimes used in this position.
It had always been felt that foster parents should make no profit—the job should be done for love alone.
They were identified by their first names only.
In informal speech and writing, other focusing adverbs are sometimes used after the element they focus on. For example, you can say 'We talked about me mostly' instead of 'We talked mostly about me'.
We have talked about France mainly.
Chocolate, particularly, is suspected of causing decay of the teeth.
In the early years, especially, a child may be afraid of many things.
This position can also be used when adding a piece of information.
He liked America, New York particularly.
She was busy writing, poetry mostly.
10.91 Some other adjuncts can be used to focus on additional information. The adverbs of degree 'largely', 'partly', and 'entirely', and adverbs of frequency such as 'usually' and 'often', can be used.
The situation had been created largely by lurid newspaper tales.
The house was cheap partly because it was falling down and partly because Seyer Street was a slum.
The females care for their young entirety by themselves.
They often fought each other, usually as a result of arguments over money.
Men from both divisions fought side by side, often for objectives they had never heard of.
The adjunct 'in particular', which has a similar meaning to 'particularly', can be used in the positions shown in the examples below.
Wednesday in particular is very busy.
Next week we shall be taking a look at education and in particular comprehensive schools.
He swore at life in general and Otto in particular.
In particular, I'm going to concentrated hydro-electricity.